{"id":{"repo_id":"athabasca","oai_identifier":"oai:dt.athabascau.ca:10791/46"},"canonical_url":"https://search.dev.ndltd.org/etd/athabasca/oai:dt.athabascau.ca:10791/46","repository":{"repo_id":"athabasca","name":"Athabasca University","base_url":"https://dt.athabascau.ca/oai/request"},"display":{"title":"Synchronous web conferencing: Towards a pedagogical model for effective learning","abstract":"2014-06","abstract_html":"2014-06","abstract_has_math":false,"creators":["Yeung, Sze Kiu"],"institution":"Athabasca University","degree_name":"Doctor of Education (EdD) in Distance Education","degree_level":"doctoral","degree_discipline":"Centre for Distance Education","degree_department":null,"school":null,"contributors":["Ally, Mohamed (Centre for Distance Education, Athabasca University)","Moisey, Susan (Centre for Distance Education, Athabasca University)","Montgomerie, Craig (University of Alberta)","Vaughan, Norman (Mount Royal University)"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-05-02","date_published":"2014-05-02","updated_at":"2026-08-21T16:41:54Z","subjects":["Sunchronous web conferencing","Pedagogy","Action Research","Learning Analytics"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["TC-AEAU-46"],"render_values":[{"text":"TC-AEAU-46","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10791/46","outbound_label":"Handle","outbound_source":"dc:identifier"},"source_record":{"url":"https://dt.athabascau.ca/oai/request?verb=GetRecord&metadataPrefix=oai_etdms&identifier=oai%3Adt.athabascau.ca%3A10791%2F46","prefix":"oai_etdms"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ally, Mohamed (Centre for Distance Education, Athabasca University)","Moisey, Susan (Centre for Distance Education, Athabasca University)","Montgomerie, Craig (University of Alberta)","Vaughan, Norman (Mount Royal University)"]},{"key":"dc:creator","label":"Author","values":["Yeung, Sze Kiu"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-05-02"]},{"key":"dc:publisher","label":"Institution","values":["Athabasca University"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Centre for Distance Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD) in Distance Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Athabasca University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Sunchronous web conferencing","Pedagogy","Action Research","Learning Analytics"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10791/46","https://dt.athabascau.ca/jspui/bitstream/10791/46/3/Final_Dissertation_YSK_2May14_OK.pdf","TC-AEAU-46"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["2014-06","Pedagogy supported by synchronous web conferencing is the topic of this research study. While pedagogy for asynchronous online learning has been widely studied, there is little literature on a coherent pedagogical model that guides teaching and learning practices in a synchronous web- conferencing environment. The study undertaken here aimed to address this gap by investigating the extent to which synchronous web conferencing offered a benefit over traditional classroom- based learning. The action research methodology based on the mixed methods of combining quantitative and qualitative analyses was adopted to investigate (a) the students’ course achievement over three semesters, (b) the factors contributed to students’ positive learning experience, (c) the emergence of a set of pedagogical patterns; (c) the implementation issues of synchronous web conferencing; (d) the potential of learning analytics; and (e) the development of a pedagogical model. At an overall level, when the data from the three semesters was combined, the study revealed that students’ achievement in terms of their examination results was significant (p = 0.04 < 0.05) between students who experienced synchronous web- conference learning (Mean = 68.9, SD = 11.8) and those who experienced face-to-face learning (mean = 65.5, SD = 12.2). However, at the individual semester level, there was no significant difference in two of the three semesters studied."]},{"key":"dc:title","label":"Title","values":["Synchronous web conferencing: Towards a pedagogical model for effective learning"]}]}],"canonical_facts":{"dc:contributor":["Ally, Mohamed (Centre for Distance Education, Athabasca University)","Moisey, Susan (Centre for Distance Education, Athabasca University)","Montgomerie, Craig (University of Alberta)","Vaughan, Norman (Mount Royal University)"],"dc:creator":["Yeung, Sze Kiu"],"dc:date":["2014-05-02"],"dc:description":["2014-06","Pedagogy supported by synchronous web conferencing is the topic of this research study. While pedagogy for asynchronous online learning has been widely studied, there is little literature on a coherent pedagogical model that guides teaching and learning practices in a synchronous web- conferencing environment. The study undertaken here aimed to address this gap by investigating the extent to which synchronous web conferencing offered a benefit over traditional classroom- based learning. The action research methodology based on the mixed methods of combining quantitative and qualitative analyses was adopted to investigate (a) the students’ course achievement over three semesters, (b) the factors contributed to students’ positive learning experience, (c) the emergence of a set of pedagogical patterns; (c) the implementation issues of synchronous web conferencing; (d) the potential of learning analytics; and (e) the development of a pedagogical model. At an overall level, when the data from the three semesters was combined, the study revealed that students’ achievement in terms of their examination results was significant (p = 0.04 < 0.05) between students who experienced synchronous web- conference learning (Mean = 68.9, SD = 11.8) and those who experienced face-to-face learning (mean = 65.5, SD = 12.2). However, at the individual semester level, there was no significant difference in two of the three semesters studied."],"dc:identifier":["http://hdl.handle.net/10791/46","https://dt.athabascau.ca/jspui/bitstream/10791/46/3/Final_Dissertation_YSK_2May14_OK.pdf","TC-AEAU-46"],"dc:publisher":["Athabasca University"],"dc:subject":["Sunchronous web conferencing","Pedagogy","Action Research","Learning Analytics"],"dc:title":["Synchronous web conferencing: Towards a pedagogical model for effective learning"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Centre for Distance Education"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Education (EdD) in Distance Education"],"thesis:institution_name":["Athabasca University"]},"updated_at":"2026-08-21T16:41:54Z"}